Northland Special Education Coop ECSE Inservice November 6, 2009 10:00am-2:00pm -IFSP clarification -Review of Part C and Part B components -COSF data

Northland Special Education Coop ECSE Inservice November 6, 2009 10:00am-2:00pm -IFSP clarification -Review of Part C and Part B components -COSF data -Miscellaneous

New IFSP Form & IFSP form guidance SpEd forms IFSP document is based on an MDE recommended form-it is not identical to the state IFSP document IFSP Form guidance (draft) from MDE (you have a hard copy) See bottom of page 1 of IFSP Form guidance *Note:SpEd forms document does not look exactly like the state IFSP

SpEd forms IFSP Identifying Information-Page 1 IFSP meeting date-Team meeting to develop IFSP. If more than one meeting required, record the date of the last of a series of meetings Race/Ethnicity information-State IFSP/guidebook is more specific SpEd forms is to add additional information Projected Periodic Review Date-May be less than, but not more than six months from initial IFSP date Projected Annual Review Date-May be less than, but not more than twelve months from initial IFSP date Primary Medical Care Provider List name of doctor, clinic or other health care provider child receives his/her PRIMARY care Initial Service Coordinator/IFSP Coordinator ECSE instructor and information

Identifying Information Date Assigned: Use the date I contact you via email or phone This will be the date the 45 day timeline begins also

SpEd forms IFSP Team Members-Page 2 Required Team Members (Page 6 form guide) -parent(s) -other family members requested by parent -advocate or person outside of the family requested by parent -Service Coordinator -person directly involved in evaluation/assessment -as appropriate, persons who will be providing services to child/family NOTE: NSECs position is to have a school/building administrator present at the initial IFSP and any subsequent IFSP meetings discussing school district resources

SpEd forms IFSP Team Members-Page 2 Progress Reporting Periodic Review AT LEAST every 6 months Hypothetical: IFSP Dated: 1/1/2009 Periodic review held 4/1/2009 Whats next?

SpEd forms IFSP Evaluation Summary-Page 3 There is no requirement for a separate Evaluation Report under Part C. Therefore, for children who are determined eligible (for Part C only), the Evaluation Summary fulfills all requirements to report evaluation results to parents and to document developmental status within the IFSP

SpEd forms IFSP Evaluation Summary-Page 3 Replaces the ER for evals conducted to determine eligibility under Part C ONLY ER as stand alone document required for Part B evaluations so must complete if conducting concurrent evaluations for Part C and B eligibility If an ER is written, the Evaluation Summary sections of the IFSP must also be completed Use copy/paste. DO NOT say see attached ER

SpEd forms IFSP Evaluation Summary-Page 3 The initial IFSP and subsequent IFSPs must each include a statement of the childs present levels of development in each of the five domains which must be addressed by an appropriately comprehensive evaluation under Part C Evaluation Summary of an initial IFSP will include information gathered from the initial Part C evaluation Evaluation Summary of subsequent IFSPs will integrate information obtained from ongoing assessment, parent and other care giver report, and observations made by service providers

SpEd forms IFSP Evaluation Summary-Page 3 What to include in the evaluation summary -Synthesis of data for each required developmental domain and the date so that future updates can also be entered and dated as part of ongoing assessment Include vision/hearing/health status as part of Physical Development Incorporate use of informed clinical opinion

Informed Clinical Opinion -Review The National Early Childhood Technical Assistance Center (NECTAC) clarifies that informed clinical opinion is a process that makes use of qualitative and quantitative information to assist in forming a determination regarding difficult-to-measure aspects of current developmental status and the potential need for early intervention. NECTAC provides the following examples:

Informed Clinical Opinion Examples A physical therapist must make judgments about muscle tone abnormality based on the therapists training and experience with other children A psychologist may note in observing a child playing that she performs tasks in adaptive ways not permitted during the administration of a standardized cognitive assessment NECTAC document can be accessed at: http://www.nectac.org/-pdfs/pubs/nnotes10.pdf

Informed Clinical Opinion, cont. Q:We have completed a comprehensive evaluation of a toddler that included evaluation in all developmental areas. As a team we are questioning the validity of the resulting scores. The child did not test well. Now what? A: Some children do not perform well on norm-referenced evaluation tools that rely exclusively on elicited responses. Many tools incorporate parent report as a means of enhancing validity. The team also has the ability to utilize clinical opinion as a means of determining eligibility. The use of informed clinical opinion should be considered when children cannot or do not respond in a testing situation or when a child performs a skill in a way that is qualitatively different from age expectations.

SpEd forms IFSP Evaluation Summary-Page 3 If the child is NOT eligible for Part C Stop after completing the Evaluation Summary section of the IFSP Check box stating child is not eligible under Part C

SpEd forms IFSP Evaluation Summary-Page 3 Eligibility Criteria for Part C -The child meets one of the disability categories; OR The child meets one of the criteria for developmental delay 1. The child has diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay regardless of whether the child has a demonstrated need or delay; OR The child is experiencing a developmental delay that is demonstrated by a score of 1.5 standard deviations below the mean in one or more of the following areas: Cognitive development, physical development (including vision and hearing), communication, social or emotional development, adaptive development

SpEd forms IFSP Evaluation Summary-Page 3 Criteria for Part B (Ages 3-6) -The child meets one of the disability categories; OR The child meets one of the criteria for developmental delay 1. The child has diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay and a demonstrated educational need; OR The child is experiencing a developmental delay that is demonstrated by a score of 1.5 standard deviations below the mean in two or more of the following areas: Cognitive development, physical development (including vision and hearing), communication, social or emotional development, adaptive development

SpEd forms IFSP Family Assessment-Page 4 Optional on the part of the family-must document on IFSP if family declines Do not delete this section in the event a family declines Conducted by personnel who have been trained to utilize appropriate methods and procedures such as ECSE teachers Gather information through a personal interview with the family Incorporate the familys description of its resources, priorities and concerns related to enhancing the childs development See links in guide for resources on gathering family information

SpEd forms IFSP Family Assessment-Page 4 Family assessment is vital to helping the team understand family dynamics, routines and activities in order to assist the family What and how much family choose to share is voluntary Important for the service coordinator to explain how this information will guide the teams intervention work More insight the team has, the better they will be able to link strategies to support outcomes

SpEd forms IFSP Child and Family Outcomes-Page 5 SpEd forms IFSP outcome page different from MDEs IFSP outcome page Major outcome/goal-Include both the goal and objectives Remember to generate outcomes that are meaningfully tied to everyday learning contexts and family routines such as meals, play, bath, etc. Wish to see outcomes attained within 6 months to a year IFSP Form Guidance includes several resources & links

SpEd forms IFSP Child and Family Outcomes-Page 5 Most recent periodic review date-month, day and year when progress was reviewed Section will be blank when a new outcome is identified and included on the IFSP Describe progress toward outcome-4 options Accomplished Continue Modify/revise (specify) example: changing intervention but not changing goal Drop down box to provide description of progress

SpEd forms IFSP Part C Services-Page 6 Early Intervention services include but are not limited to: Assistive technology Audiology Family training Health, medical, nursing services Nutrition Occupational therapy Physical therapy Psychological Services Service Coordination Social Work Special Instruction Speech therapy Transportation Vision Services Other

SpEd forms IFSP Part C Services-Page 6 Start Date-date specific service can reasonably expect to begin Leave time for parents to consider IFSP and provide consent. Services may actually begin as soon as consent received Dont change date to reflect actual start date of services ACTUAL start date of services should be start date of the MARSS enrollment record-reflects enrollment for service rather than enrollment for evaluation

SpEd forms IFSP Part C Services-Page 6 Location Setting service will be provided (e.g., home, child care, ECFE, ECSE) If intervention is NOT in a natural environment, provide justification IDEA defines natural environments that are natural or normal for childs age peers who have no disability

SpEd forms IFSP Part C Services-Page 6 Frequency -Number of days or sessions a service will be provided **Refer to your districts school calendar to determine number of sessions. Intensity -Length of time the service is provided and whether the service is individual or in a group **Currently, SpEd Forms does not allow separation of direct/indirect time

SpEd forms IFSP Part C Services-Page 6 Justification and explanation of why service cannot be provided in natural environment Explain why team determined childs outcomes could not be met if services were provided in childs natural environment Explain how services provided in segregated setting will generalize childs ability to function in a natural environment or in LRE for children approaching 3 rd birthday IMPORTANT-children receiving services in multiple settings, report in MARSS the environment child receives majority of services

SpEd forms IFSP Part C Services-Page 6 Anticipated Duration of instruction or service Predict when service will no longer be provided For many children duration will be one year For children already two years of age or older at time IFSP is written or revised, anticipated duration of service should not extend beyond childs 3 rd birthday

SpEd forms IFSP Part C Services-Page 6 Funding Source Examples of non-education funding sources Public health nursing County Social Services

SpEd forms IFSP Part C Services-Page 6 Needed Medical and Other Services IFSP must include medical and other services the child needs which are NOT required early intervention services, if any Including other services provides a comprehensive picture of childs total needs Service Coordinator assists family to access identified need services and explore financial assistance for services, if necessary

SpEd forms IFSP Transition Planning-Page 7 Documents steps necessary to appropriately transition a child from: -Services under Part C to other community services -Services under Part B if the child is eligible

SpEd forms IFSP Transition Planning-Page 7 Documentation of transition steps and services is required for all children served under Part C regardless of whether the child is potentially eligible for services under Part B Record each step of transition planning and identify who will be responsible Children referred at 2 yrs. 10 months-just document transition steps. Use the IEP document and include service coordination

SpEd forms IFSP Transition Planning-Page 7 Children potentially eligible for Part B Yes is chosen for children determined for Part B eligibility through concurrent evaluation and those still showing a level of developmental concern For children whose Part B eligibility has not yet been established through an initial Part B evaluation, transition step would be completion of evaluation Document the latest possible date for a timely transition (staffing must take place at least 90 days, and at the discretion of the parties, up to 6 months before the child is eligible for Part B services) After transition conference held, document actual date of conference **IEP must be in place by the childs 3 rd birthday

SpEd forms IFSP Transition Planning-Page 7 Examples of Transition Steps -Discussion w/ staff members in new setting -Visit potential new setting -Make referrals to other community programs -Part B evaluation

Combine meetings when possible Periodic review or annual IFSP review that is required to be held between 2 yrs. 3 months and 2 yrs. 9 months of age may also be the transition conference for children deemed potentially eligible for services under Part B

Final Steps Document the end date of services under Part C Record the correct status end code Document appropriate instruction setting code to be reported to MARSS as child turns 3

Possible Status End Codes 27: EC transition at age 3; Part B eligible 28: Not Part B eligible; exiting Part C w/ referrals to other programs 29: Not Part B eligible; exiting Part C with no referrals to other programs 30: Part B eligibility not yet determined 34: Attempts to contact unsuccessful

SpEd forms IFSP Signature Page-Page 8 Parents must sign the IFSP indicating they received a copy of their rights Part C safeguard notice located in the ECSE menu of SpEd Forms Parent signature also indicates: Support of plan as it reflects priorities Understanding the plan will distributed to IFSP team members Their agreement to a transition conference if required during implementation of plan

SpEd forms IFSP Signature Page-Page 8 NOTE: Parent signature on IFSP does not eliminate requirement of Prior Written Notice and Parent Consent/Object before implementation of IFSP Part Bs 14 day waiting period does not apply to services provided through Part C Written consent must be obtained for services provided through initial and annual IFSPs as well as for any new services added through a periodic review Parents have the right to refuse individual services on IFSP and still receive other services they agree to

Copy of IFSP Form Guidance Will soon be found at MDE website Under Accountability programs, choose compliance section (right side of home page) Under compliance section, choose recommended Due Process Forms Scroll down to IFSP form guidance

Prior Written Notice & associated forms Prior Written Notice (ECSE) Part C and Part B IDEA Form Use for evaluation of Part C and/or Part C and Part B concurrently Evaluation/Reevaluation Plan Prior Written Notice-Use for Part B Prior Written Notice Use for all proposals

Comparisons Between Part C & Part B

Goals Part C Focus on supporting the family to meet the developmental needs of their child. Part B Focus on the childs educational needs.

Age Part C Birth through Age 2 Part B Age 3-21. Service Coordination Part C Family is entitled to a service coordinator. Part B No requirement for a service coordinator.

Documentation of Services Part C Services and supports are documented on an IFSP (Individual Family Service Plan)*. Part B Special education and related services are documented in an IEP (Individual Education Plan)*.

Delivery of Services Part C Requires services and supports to be provided in natural environments. Part B Requires special education and related services to be provided in the least restrictive environment.

Recipient of Services Part C Recipients of services and supports may be the infant/toddler and/or the family. Part B Recipient of special education and related services is almost always exclusively the child.

Year Round Services Part C Supports and services are provided to the child and family year-round. Part B Extended school year services are provided to those children who meet criteria for ESY.

Transition Requirements States must ensure a smooth transition for toddlers receiving early intervention services to preschool, school, other appropriate services, or exiting the program. (IDEA, Part C, Sec. 637 & Part B, Sec. 612)

Transition Requirements Families must be included in transition planning for their child. 34 CFR 303.148(a) Minn Rule 3525.1350 Subp. 5(A)

Transition Requirements The service coordinator provided for in Minnesota Statutes, section 125A.33, must facilitate transition from infant and toddler intervention services before the child's third birthday. Minn Rule 3525.1350 Subp. 5(A)

Transition Requirements In the case of a child who may be eligible for preschool services under Part B, with the approval of the family, convene a conference among: the family local educational agency community-based providers, if appropriate Minn. Rule 3525.1350 and Part C Sec. 637(a)(9)

Transition Requirements In the case of a child who may be eligible for preschool services under Part B convene a conference not less than 90 days (and at the discretion of all such parties, not more than 9 months) before the child is eligible for the preschool services, to discuss services that the child may receive; Minn. Rule 3525.1350 and Part C Sec. 637(a)(9)

Transition Requirements In the case of a child who may not be eligible, with the approval of the family, make reasonable efforts to convene a conference among the lead agency, the family, and providers of other appropriate services for children who are not eligible for preschool services under Part B, to discuss the appropriate services that the child may receive; Part C Sec. 637(a)(9) & Minn. Rule 3525.1350 Subp. 5(B)

Transition Requirements For ALL children (potentially eligible or not) Review the child's program options* for the period from the child's third birthday through the remainder of the school year; and Part C Sec. 637(a)(9)(B) *For children NOT eligible under Part B, the options do not include special education or related services beyond Age 3.

Transition Requirements For ALL children potentially eligible and not eligible establish a transition plan, including, as appropriate, steps to exit from the program Part C Sec. 637(a)(9)(B)

Transition Requirements The IFSP must include the steps to be taken to support the transition of the child to-- (i) Preschool services under Part B of the Act, to the extent that those services are appropriate; or (ii) Other services that may be available, if appropriate. Minn. Rule 3525.1350 and 34 CFR 303.344(h)

Transition Requirements The IFSP must include steps to determine and document eligibility for special education, Minn. Rule 3525.1350 Subp. 5

SCENARIOS

Example 1: Taisha We are holding Taishas initial IFSP meeting. She is almost 2 years 9 months and does not qualify for ECSE under Part B. What are we supposed to tell the parents about services when she turns three?

Example 1: Taisha Explain to the parents that Taishas needs are not so significant to meet eligibility requirements at age 3 - -meaning that she does not need special education under Part B. Write the IFSP to reflect the provision of services up to her 3rd birthday. Document transition steps on IFSP. Encourage parents to bring Taisha in for EC screening at 3y 6m or earlier if they have developmental concerns.

Example 2-Anne Anne was referred to early intervention and she is within 45 days of her 3 rd birthday. What criteria do we use and what due process standards do we follow?

Example 2-Anne Follow Part B evaluation standards including the Part B evaluation timeline.

Example 3-Dao Dao and his family have received infant/toddler intervention for over a year. The IFSP Team has determined that he is not potentially eligible for Part B. Do his parents have the right to request an evaluation anyway?

Example 3-Dao All parents have the right to request an initial evaluation for Part B eligibility.

Example 4 - Beckett Beckett will be turning 3 during the spring and is eligible for Part B services. It may be inappropriate to transition him to a center-based early childhood program for a very short period of time before the school year ends. What should we do?

Example 4 - Beckett An IEP must be developed and implemented by Becketts 3rd birthday. Placement decisions must be made by the IEP team, including his parents. Services may continue in the home or child care center for the rest of the school year. The IEP team must consider whether or not he needs extended school year (ESY) services in order to receive a free and appropriate public education.

Example 5 - Emma Emma will turn 3 during the summer and is eligible to receive ECSE under Part B. How do we handle this?

Example 5 - Emma Since Emmas birthday occurs during the summer, her IEP team must determine the date when services under the IEP will begin [34 CFR 300.101(b)(2)]. The IEP, however, must have been developed before her birthday.

Example 6 - Eric Eric was determined eligible under DD before his 2 nd birthday. His evaluation revealed delays in 2 areas. Ongoing assessment data shows that he still has delays in these 2 areas. What needs to be done regarding eligibility prior to age three?

Example 6 - Eric Talk with the parents about the potential to be served under Part B and the need for an initial evaluation to determine eligibility. Give his parents Prior Written Notice of the districts proposal to conduct an initial evaluation. If they give consent, proceed with an initial evaluation for Part B.

Example 7 - Ellen Ellens parents have not yet given written consent for the implementation of her first IEP. Can we just wait out the 14 days since we did receive written consent when we started services through an IFSP under Part C?

Example 7 - Ellen No. Part B services for Ellen cannot begin until her parents give written consent.

Assessment Example 1 A three month old is referred with the diagnosis of Down Syndrome Who should evaluate?

Assessment Example 2 A one month old is referred who had a birth weight of